5.4. Evaluation

 

- Written assessment

- Speaking assessment 

- Rubric to assess the script. 

Module 5.3: Implementing

 

As explained in chapter 5.2, students will be working on different products during the different terms. At the end of the year students will get a final product together, which is a "short film". Not only will we assess their final product but also the process both formatively and summatively. During the first term, students were expected to hand in the storyboard, their characters' description, the formal parts of storytelling, etc. During the second term students were given feedback as they were writing their scripts. During the last term they will shoot their film and it will be assessed. 

Module 5.2: Design

 

Rubric to assess the script

Module 5.1: Planning the task

 

On this first phase of the process I will focus on planning. The objective of this project is to create a full film in English/German. Since I already have experience doing this, I will use the evidence I already have from the school year 2015-2016 during which I participated in the process of doing the films and organising the film festival "the Bendis awards". This was the video I created using iMovie and some pictures. 

The Bendis' Awards event promotion

Coming back to the planning part of the project, we divided the project into terms. 

During the first term students will be focusing on sketching the story (making a storyboard, characters' description, camera angles, study of formal aspects of storytelling, etc)

During the second term students focused on writing the script. 

As for the last term, students were shooting the film and preparing the final event: the Bendis' awards. 

Module 4: Collaborative writing

 

In this task we focused on the study of different tools to promote collaborative writing in the foreign language classroom. The tools I implemented to do collaborative writing were on the one hand "Google presentations" and on the other one "google document". The reason why I used these is because students are most familiarised with the Google interface and I wanted them to focus more on content rather than the form. 

Task 1: Google presentations (click here to acces it)

With this activity I wanted students to put into practice the vocabulary and structures in a creative way. First of all, they are expected to repeat vocabulary related to family by saying the name of the characters on the main page. Then I have used the potential of a comic stripe to retell a story. Here they can be creative. Those who know the series very well, will be able to relate to the original story and others will go for a more open version of the story (which is also more interesting). 

Ideally, this activity should be presented in the classroom so that students get their questions answer in advance. It is also important to orientate their writing towards the vocabulary and structures you are studying. The potential of this type of activity is that it's multilevel and can be applied to many contents. 

As far as the evaluation is concerned, one could either do it with a learning target with the following criteria: Communication (Does the message fit the comic stripe?), Use of English (Has the focus grammar and vocabulary been actively used?), Spelling (Have I checked for typos?), Originality ( Did I keep it very simple or did you dare to be creative?) 

Task 2: Writing a collaborative script with google documents. (See moodle platform)

As students already know this tool very well, I have decided to let them work with it. The idea is to create the final product of a unit, which is making a commercial in German to sell something using imperatives, adjectives and modal verbs, which happens to be the contents we have worked on throughout the last lesson. I am gonna submit an example of a video with students selling a product from another year. 

This task was corrected following an evaluation rubric with the following items: Task fulfillment, Use of English, Interaction and Fluency and Pronunciation and Paralinguistic resources. 

Module 3: Comic, Avatars and voice

 In this task we were expected to become familiar with some digital tools. I have chosen two: Pixton and Blabberize and I have used both for different purposes.

Pixton: With pixton I have created a model for my students to see what a final product could look like. 

• Blabberize: I have used this tool to give them the instructions for another task, but they could potentially take a picture from their family or an everyday situation and describe it from the perspective of the person speaking.